LC 4632 
.M4 L4 
Copy 1 



The Mental Defective 

and the 

Public Schools of Massachusetts 



LEAGUE FOR PREVENTIVE WORK 



PUBLICATION No. 2 



The Mental Defective 

and the 

Public Schools of Massachusetts 



A study of special classes for mental defectives in the 
public schools of Massachusetts 

by the 

League for Preventive Work 
1916-1917 



League for Preventive Work 



Organized March, 1915 



PRESENT PURPOSE 

A Campaign to Lessen Feeble-Mindedness 

The League is a co-operative effort of nineteen social service 
agencies of Boston to prevent some of the causes of misery found 
in their work with families. 

Members of the League 

Associated Charities of Boston 

Baby Hygiene Association 

Boston Children's Aid Society 

Boston Children's Friend Society 

Boston Dispensary 

Boston Legal Aid Society 

Boston North End Mission 

Boston Provident Association 

Boston Society for the Care of Girls 

Children's. Mission to Children 

Federated Jewish Charities of Boston 

Instructive District Nursing Association 

Massachusetts General Hospital Social Service Department 

Massachusetts Society for the Prevention of Cruelty to 

Children 
New England Home for Little Wanderers 
Society for Helping Destitute Mothers and Infants 
The Church Home Society 
The Society of St. Vincent de Paul 
Frederick E. Weber Charities Corporation 

Executive Committee 

Mrs. A. E. Sheffield, Chairman 

Dr. V. V. Anderson Dr. F. H. Knight 

Miss M. B. Blake J. A. McMurry 

C. C. Carstens W. H. Pear 

Miss L. H. Frankenstein M. D. Waldman 
Miss K. P. Hewins 

General Secretary 

Miss Amy Woods 
Room 704, 44 Bromfield St., Boston, Mass. 

October, 1917. jj 






THE MENTAL DEFECTIVE and the PUBLIC SCHOOLS 
of MASSACHUSETTS 

It was sixty-nine years ago that the legislature of Massachusetts, 
realizing the need for some care of the mentally defective, appro- 
priated $25,000 for an experimental school to which ten indigent 
idiots were to be sent from different parts of the State. This was 
the first special class for the feeble-minded established in the United 
States. It soon developed beyond the experimental stage and the 
care and instruction of the feeble-minded became a permanent 
state function which has found its expression today in the two well- 
established schools at Waverley and Wrentham and the beginnings 
of a third state school in the western part of the state. 

Meantime, knowledge of mental handicap has increased until 
many of the towns and cities of Massachusetts have begun to realize 
that the care of the mentally deficient cannot be left to the State 
alone and that it is the responsibility of the local public schools to 
supply a type of instruction adapted to the needs of these groups 
of children. 

It was for the purpose of finding out how far this community 
responsibility had taken root that the League for Preventive Work 
in 1916 sent out the following questionnaire to all the superintend- 
ents of Massachusetts. 

QUESTIONNAIRE 

1. Are there in your superintendency any "special classes" 
for sub-normal children? 
2.. If so, how many? 

3. What is the total enrolment in these classes this term? 

4. Who selects the children for these classes? — the teachers, 
school officials, medical examiners, or a psychologist 
specially retained for this purpose? 

5. Are the children enrolled considered feeble-minded or 
simply backward? 

6. Do you accept the low grade, institutional type of 
defective or only such cases as are considered improvable? 

7. Have the teachers employed in this work had training 
specially fitting them for it? 

8. Do you believe there is need for the establishment of 
such a class (or additional classes) in your superintendency? 

9. How many children do you estimate need such special 
provision? 

10. What are the chief obstacles to the establishment of 
"special classes" in your superintendency? 

The response was cordial, showing a vital interest throughout 
the State in the subject. Of the 186 superintendents addressed, 
182 replied. The other 4 represented small towns and undoubtedly 



had no special classes, so it may be fairly claimed that the returns 
were complete. 

Three hundred fifty cities and towns were represented in the 
replies as follows: Reporting some form of special instruction for 
the feeble-minded or backward, 47 superintendents representing 50 
cities and towns. Reporting no form of special instruction for either 
feeble-minded or backward, 134 superintendents representing 300 
cities and towns. 

Twelve of the cities and towns which have established instruc- 
tion for the mentally handicapped have classes exclusively for the 
feeble-minded. Thirteen limit membership in their special classes 
to backward children. Sixteen place feeble-minded and backward 
together in the same special class and nine assign special teachers 
to give additional help in the regular classrooms to individual chil- 
dren who are behind their classmates in certain studies. 

Classes for the backward should not be confused with classes 
for the feeble-minded. They are quite distinct in purpose and 
method. Pupils may be behind their grades because of ill health, 
change of residence, insufficient nourishment, ignorance of the 
language, or for many other reasons. Special class instruction often 
helps children thus handicapped to gain the normal grade for pupils 
of their own age. On the other hand, the special classes for the 
feeble-minded provide for the child who can never maintain a normal 
grade in school because of an inherent defect of the brain. The 
two types of classes are considered here because frequently this 
differentiation has not been considered sufficient to prevent the 
feeble-minded child and the child who is only backward from being 
placed together in the same class. In some instances a class for the 
backward acts as a clearing house and sifts out the improvable in 
academic studies from those who can be developed only through 
manual training. 

THE FEEBLE-MINDED ALONE 

The reports from the twelve cities and towns having classes 
exclusively for the feeble-minded give a minimum figure as regards 
the opportunities for the training of the mentally defective in the 
public schools, since it is probable that the classes ostensibly for the 
backward as well as the classes admitting both backward and feeble- 
minded include the mentally deficient to an appreciable extent. 
Naturally it is the larger cities of the State that have found less 
difficulty in experimenting with special classes for the various handi- 
capped groups and it is not surprising to find that Boston, after 
an experience of twenty years, leads the twelve with sixty-three 
special classes for mental defectives and an enrolment of one thou- 
sand children. All but one of these cities have a population of more 
than 25,000. They aggregate eighty-three classes with an enrol- 
ment of twelve hundred eighty-three pupils. The average number 
per class is sixteen, although one had as many as twenty and one as 
few as ten. The best results can be obtained with not more than 
fifteen. 

4 



CLASSES ADMITTING BOTH FEEBLE-MINDED AND 
BACKWARD 

The number of cities having classes in which the feeble-minded 
and the backward are taught in the same room is larger than the 
number of cities emphasizing the extra educational need of only the 
mental defective. Sixteen cities and towns report one hundred 
twenty-six such classes with an enrolment of thirteen hundred sixty- 
three pupils. Two of these cities have a population of over 100,000, 
but the larger proportion are cities of smaller size than those having 
classes for the feeble-minded alone. 

THE BACKWARD ALONE 

As has been said before, the classes for the backward are in- 
cluded in this study because, without doubt there are high grade 
morons among this group whose lack of normal mentality would 
not be readily detected by others than trained psychiatrists or 
psychologists. Thirteen cities and towns report fifteen such classes 
with an enrolment of two hundred sixty-two. 

Closely allied with the classes for the backward is the work of 
the special teacher who gives additional help to individual children 
in the various regular grades. One city and eight towns employ 
such teachers and it is estimated that they assist approximately 
one hundred thirty children per day and that nearly as many more 
children should have this form of training. One town reports that 
approximately three hundred children have been so helped during 
the school year. Apparently teachers for this purpose are employed 
only in the smaller communities, as in each case reported the popula- 
tion falls below 25,000. It may be however that larger places 
having special classes for mental defectives have not considered the 
individual work of special teachers as falling within the scope of the 
questionnaire and so have failed to make note of it. 

METHOD OF SELECTION OF PUPILS 

The determination that a child is a proper subject for a special 
class is of serious consequence to his future welfare. If the decision 
is correct, it means an opportunity partially to overcome his pro- 
digious handicap, but suppose a temporary retardation of the mental 
processes has produced a pseudomental deficiency which will dis- 
appear with a quickening of the physical vitality? No greater 
injustice could be done to a child than to surround him with the 
feeble-minded at so critical a period in his life, yet only four cities in 
Massachusetts secure the rights of the child through examination 
by an experienced psychiatrist. Dr. Arthur Jelley is employed by 
the city of Boston for more than half time as psychiatrist and no 
child is placed in a special class for mental deficients until he has 
made a detailed examination and certified to the fitness of such 
training. Two other cities employ psychiatrists for this purpose 
and a fourth has all candidates for special class work examined at 
the Waverley State School. Twelve place the decision in the hands 



of the medical inspector in consultation with superintendent or 
principal. The others rely upon the judgment of the superintendent 
of schools, principal, regular or special class teachers. The method 
of selection of pupils is undoubtedly the source of much of the diffi- 
culty underlying the failure of certain towns to establish special 
classes permanently after a trial of a year or two. Dr. Walter E. 
Fernald says that to his knowledge "no classes have ever been given 
up where the pupils were selected wisely. Parents are delighted with 
the general, effect upon their children. Special classes in the public 
schools for the feeble-minded insure an early diagnosis of a case of 
mental deficiency and gives the opportunity to train the child early 
in life when the best results can be obtained. They train mental 
deficients to live in the community if possible, they give oppor- 
tunity to determine if there is need of institutional training, and 
what is most important, the special class keeps the feeble-minded child 
accessible to his family with the opportunity for development which 
family life gives." 

TYPE OF CHILDREN SELECTED 

Three out of every five towns having special classes for the 
mentally deficient limit the membership to such children as are 
considered "improvable," but the quality of improvement differs 
for the feeble-minded from that for the backward. Probably the 
restriction for the classes for the feeble-minded is only in regard to 
idiots and imbeciles whereas enrolment in classes for the backward 
is limited to children who can attain or keep a grade in the regular 
classes with additional help. Two out of five towns accept all grades 
of deficiency in their special classes for the feeble-minded exclusively 
or for both feeble-minded and backward, two only debarring the 
low grade and two others keeping the low grade only a limited 
period. * 

TRAINING OF TEACHERS 

Twelve cities employ specially trained teachers in classes for 
mental defectives, while as many more rely solely on the aptitude 
of the teacher. To rely upon individual initiative alone to gain 
technique in this most difficult and delicate branch of teaching limits 
the possibilities of special class work. If added to this lack of train- 
ing, one teacher is expected to instruct at the same time those who 
are behind in their studies because of a removable condition and 
those whose mental equipment will always be limited, it is difficult 
to believe that justice is being done to either teacher or pupils. 
There is a growing feeling among specialists in mental deficiency 
that to-day a teacher is not properly qualified for primary work 
unless she understands the signs and symptoms of mental defect 
and has actually observed and studied groups of defective children, 
and that our normal schools and training classes for teachers should 
make such preparation a part of the required course of instruction. 
The earlier these children are placed under proper training the more 
can be accomplished by and for them. If they are allowed to remain 

6 



in the regular classes of the public schools until their teens not much 
can be done in the way of school instruction. At present there is 
little in the way of a definite course of training in Massachusetts for 
special class work. The State Normal School at Salem plans a 
special course for the first time this year. Miss Ada M. Fitts, super- 
visor of special classes for mental defectives in Boston, holds weekly 
conferences for special class teachers each Friday afternoon, in which 
mental experts take part. Miss Fitts would welcome any public 
school teacher who is interested in the subject. The special class 
teachers of Boston* are just now publishing a book entitled "The 
Boston Way," which gives plans for the development of the individ- 
ual child, compiled by the special class teachers of Boston and giving 
an outline of their united experience. 

CITIES AND TOWNS REPORTING NO SPECIAL INSTRUC- 
TION FOR EITHER BACKWARD OR FEEBLE-MINDED 
Only seven of the three hundred school centres sending in nega- 
tive returns are cities of considerable size. By far the largest pro- 
portion (92%) are small towns of less than 10,000 population. In 
the rural communities where frequently three and four towns are 
included under one superintendency the problem of small numbers 
and scattered residence adds to the difficulty of establishing special 
class work. Nevertheless sixty-two of the one hundred and thirty- 
four superintendents who cover these three hundred schoolships 
would welcome an opportunity for special classes for the mentally 
deficient. They estimate that between eighteen hundred and two 
thousand children would be eligible. 

NEED FOR FURTHER CLASSES 

The following table gives the number of special classes for the 
mentally handicapped in the public schools of the State in 1916, the 
number enrolled, and an estimate of further needs made by the 
superintendents of schools. 

CLASSES FOR FEEBLE-MINDED AND BACKWARD CHIL- 
DREN IN MASSACHUSETTS 



Type of Class No. of Cities 
and Towns 

Feeble-minded 
exclusively 12 


Aggregate No. 
of Classes 

83 


No. of Pupils 
Enrolled 

1283 


Estimated No. Need 
Similar Training 

1625 


Feeble-minded and 
backward together 


16 


126 


1383 


444 


Backward 
exclusively 


13 


15 


262 


218 


No special 
classes 


300 








1900 


Totals 


341 f 


224 


2908 


4187 



♦Price $1.10 postpaid. Miss Mary C Culhane, Somerset Street School, Boston. 

tNine town's employ special teachers to give individual instruction to backward pupils in the 
regular classes. Estimated number of pupils helped per day, 130. One superintendent estimates 
that 300 pupils had been given such assistance during the year. 



This table is approximately correct for the year 1917. No 
changes have taken place except that six superintendents who re- 
ported no special class work in 1916 established classes during the 
year. 

By far the largest number of special classes are grappling with 
the problem of training the feeble-minded and the backward to- 
gether and nearly one-half of all the children receiving special train- 
ing are in such classes. As an increasing demand is indicative of 
success, it is well to note that the largest estimate for further need 
comes from cities which are now maintaining the classes for the 
feeble-minded by themselves under the care of specially trained 
teachers. The general estimate of further needs indicates that for 
every three children now receiving instruction at least four more 
are in need of it. 

REASONS GIVEN FOR NOT HAVING MORE SPECIAL 

CLASSES FOR MENTAL DEFECTIVES 

It would seem as though superintendents who had demonstrated 
the value of special classes would have no difficulty in establishing 
adequate accommodation for all children so gravely handicapped, 
but the reasons given for the limited number of classes show that 
the tax-payer, as reflected in the public school budget, does not yet 
realize the economic gain to the community of giving these children 
enough of the rudiments of trade training to make them self-sup- 
porting and self-respecting citizens. Expense and lack of space are 
given most frequently as obstacles. The reluctance of parents to 
acknowledge that their children are different from others and there- 
fore need special training, lack of trained teachers, and general igno- 
rance of the subject on the part of the public are other reasons given. 
One superintendent finds it difficult to shield the children from 
ridicule. His board has hit upon the happy expedient of calling the 
classes the "Junior Manual Training Classes." One has found that 
with tact and proper preparation there is no difficulty in establishing 
special classes. 

Summing up we find that in 1916, forty-one cities and towns 
in Massachusetts were maintaining two hundred twenty-four special 
classes in which nearly three thousand mentally handicapped chil- 
dren were given the chance of better development than they could 
receive in the regular grade classes and that six other towns have 
established classes in 1917. These classes are obtaining results such 
that the school superintendents of the State feel that the number 
of classes should be increased to give at least four thousand other 
children a similar chance. 

In the spring of 1917 the Massachusetts Society for Mental 
Hygiene sent out a questionnaire which might well be considered a 
"follow up" of the previous study. It emphasized, however, two 
new points, — first, the courses of study followed, and second, the 
aftercare or supervision given. The response to both these ques- 
tions was necessarily fragmentary, as the movement for special 
classes is still too young to have developed a scientific curriculum, 



and the possibility of follow-up work has only just appeared on the 
horizon. The procedure of some of the individual towns which are 
working out these problems may be of suggestive value : 
Arlington has established two mixed classes for both backward 
and mental defectives and has been making a special study involv- 
ing psychological tests during the past year. 

Attleboro has started clinics for the backward and hopes to start 
classes soon. 

Beverly. The comprehensive reply from Mr. Seth Howard Chace, 
superintendent of the Beverly schools, is here given in full: 

"Last year, we had three groups of special classes for 
backward children. In September these were combined in 
a separate school building. We have about forty-five 
pupils and the classes and the combination of classes are 
without limit, as we attempt to meet the needs of the in- 
dividual pupils in as many ways as possible. These pupils 
are selected largely by the application of the Binet tests to 
those children who are selected by the principals and regu- 
lar class teachers as possible candidates for such a school. 
The person who makes these tests is a graduate of the 
Vineland, New Jersey, school, and is especially interested in 
this work. They are afterward examined by our school 
physician, who renders such assistance as he may. About 
one-half the time of the children is devoted to manual 
work. In fact, we call this school the 'Junior Manual 
Training Class.' The hours are from nine to three, most of 
the pupils remaining at the school for dinner. The girls 
prepare and serve the meals, and do the housework, while 
the boys take care of the grounds and furnace, do a man's 
work around the building and engage in other lines of 
manual labor, like cobbling, soldering, wood-working, book- 
binding, cane-seating, etc. We are keeping a record of 
these pupils as they pass through the school, and it is our 
intention to do a certain amount of follow-up work, though 
the venture is too young as yet to prophesy regarding this 
feature of the work." 

Boston again takes the lead by having the first official after-care 
teacher who follows up the children when they leave school. Miss 
Helen M. Mead was appointed to this position in the spring of 1917. 
She plans not only to keep in touch with the children after they 
leave school but to help in finding lines of employment suitable to 
their abilities, to acquaint employers of the less skilled labor with 
the possibilities of the mentally defective and to help in the difficult 
period of adjustment between school and steady employment. No 
regular courses of study are followed in Boston but a syllabus* has 
been prepared which is suggestive to the teachers. It is thought to 
be desirable not to have a regular course of study, as the classes 

*"The Boston Way" (see footnote on page 7). 

9 



vary so much in the different districts of the city, and the problems 
are more or less individual ones. 

Cambridge. Teachers meet weekly for conference. "Terman 
on Measurements" and "The Backward Child" by Holmes have 
been read and discussed. Some follow-up work is done, but the 
nature of it is not given. 

Chelsea. Work in the special classes consists mostly of build- 
ing with various kinds of blocks, simple wood-work, weaving, bas- 
ketry and cane work, although there is regular instruction in reading, 
writing, and numbers. 

Everett has increased her special classes for both feeble-minded 
and backward from two to four. 

Fall River has had no increase in classes for the feeble-minded 
but an increase in enrolment as a result of a careful examination 
given to backward pupils in the various schools. 
Gloucester has begun this year with an enrolment of twenty- 
seven in one class. The selection of the pupils is made in a mental 
clinic. Elementary school subjects, and handwork are taught, and 
a large use is made of objective material. 

Haverhill has one class with fifteen pupils, makes use of the 
mental clinic, and gives both book and manual instruction. 
Marlboro has hit upon the novel idea of calling the special class 
the "adjustment room." It is for over-age pupils but not necessarily 
feeble-minded. Children who are strikingly too old for their grades 
are selected for enrolment. There was a daily average of eighteen 
pupils. 

New Bedford adds to the usual function of special classes the 
correction as far as possible of physical handicaps. Attempt is also 
made to secure suitable employment for graduates. A very friendly 
feeling exists between teacher and pupil, the latter usually keeping 
in touch with the teacher for some time after leaving school. 
Newton under the directorship of Miss A. M. Sturgis is build- 
ing up a constructive program for the mentally handicapped which 
will be of help to all towns contemplating work of this kind. One 
building is fitted up for this type of work. "The children are graded 
there according to their ability and mental ages. There have been 
seventy-six pupils during the year with a daily average of sixty. 
Simple number work, reading, spelling, writing, history, and geog- 
raphy are taught by stories and study of industries. Music and 
drawing receive considerable attention, while industrial work of 
every kind is emphasized, many of the older children spending a 
considerable portion of school hours in the two workrooms. There 
is no definite or well-organized plan of follow-up work yet. The 
Welfare Bureau and the director of the school try to keep in touch 
with as many children as possible." 
Salem and Somerville each has an additional class. 
Springfield under the inspiration of Miss Frances E. Cheney 
is doing splendid special work with its mentally handicapped 
children. There are two classes for defectives, caring for thirty 

10 



children. Examination is made by a clinical psychiatrist and plans 
of study are worked out by the teachers in consultation with him. 

There are also nine classes for the backward in the grammar 
preparatory schools and two for the non-English speaking, with an 
enrolment of two hundred and sixty-eight children. The teachers 
of the special classes and the social workers of Springfield are or- 
ganized into a society known as the Springfield Society for the 
Study of the Feeble-Minded. Careful records are kept in card 
catalogue form. 

Wakefield has given up a special class for backward children 
because of increase in enrolment and lack of room and has substi- 
tuted individual instruction in the regular classrooms. 
Waltham which had just started a class in 1916 for pupils need- 
ing individual attention has now worked out a definite program. 
Each child's academic work is adjusted as best it can be. Aside from 
this there is a good deal of handwork at bench, loom, basketry, 
chair seating, etc. The teacher keeps in touch with the class con- 
ducted by Miss Fitts for Boston teachers of special classes. 
Wellesley, which in 1916 had one class for the backward, now 
has added a class for mental defectives. The regular subjects of 
the various grades are followed as far as they are adaptable. Much 
time is given to industrial arts, including gardening for the second 
group. 

West Boylston has a class for backward children. 
Worcester has fifteen ungraded classes which serve as centers 
for neighboring buildings. The average enrolment is about two 
hundred twenty-five and is constantly changing. 

Public school classes for the mentally deficient have been in 
successful operation in various European countries for more than 
forty years. They are part of the public school system of Germany, 
Norway, Sweden, Denmark, France, Switzerland and England. Dr. 
Walter E. Fernald in his pamphlet on the "Importance of the early 
discovery and treatment of defectives in special public school classes" 
gives the following reasons why such classes should be maintained as a 
part of the public school systems of America, supplementing and com- 
plementing the work of institutional schools for defectives. He says, 
"The first and most important reason is that every American child has 
the right to be educated according to his need and capacity. ... In 
a modern graded class a pupil of this sort is a foreign body, always a 
hindrance to the progress and a menace to the morals of other pupils. 
Association with children with whom they are not able to compete 
will discourage them, and, being unable to comprehend the subjects 
taught, their already feeble powers of attention will be lost, their in- 
terest destroyed, and they will become apathetic and incorrigible. . . . 
Parents prefer the special classes to an institutional school, especially 
when the child is young. ... In spite of the great advantages to be 
obtained in the institution the child is deprived of the normal home 
life, the moral and social influence of the mother and the whole- 
some relations with the community. ... As a rule, the pupil would 

11 



be put under special training much earlier if such classes were avail- 
able. . . . Many of the "mentally deficient" children are apparently 
so nearly normal that their defects are only noticeable to a discern- 
ing teacher or to persons who have made a study of this class, and 
many are bright looking and attractive; but all are weak in will 
power, deficient in reasoning power and judgment, hence easily 
influenced for evil. Unless they are properly cared for and in- 
fluenced they will retrograde, fall into evil ways and become willing 
victims of the vicious. . . . Will it not pay a city to develop and 
educate these children so far as possible to a standard of useful, self- 
supporting, self-controlling citizenship, rather than later on to sup- 
port them and their numerous progeny in almshouses and prisons?" 

Dr. Fernald feels that the almost total lack of special laws or 
definite school regulations providing for these classes has materially 
interfered in the operation and success and in the desirable increase 
in number. 

The broader state program which Dr. Fernald proposes, in- 
cludes a state commission for friendly guidance of mental defectives 
who, under supervision can live wholesome lives in the community, 
with authority to safeguard in a state school those who cannot; a 
state wide census of the uncared for feeble-minded; clinics for mental 
examination accessible to all parts of the State; special treatment 
by the courts of mentally defective delinquents; completion of a 
third state school in the western part of the State for the feeble- 
minded; and special classes in the public schools for mentally de- 
fective children. This program, embracing as it does, the possibility 
of the proper care of fifty per cent of the mental defectives of the 
State in the communities under supervision as an alternative to the 
possible segregation of a limited number, emphasizes the need of 
adequate public school facilities to equip them for industrial life. 

Dr. Wallace, superintendent of Wrentham State School for the 
Feeble-minded, has said, "With the extension of this movement for 
special classes, until every school system of any size has a sufficient 
number for all children with mental defect, it would seem that the 
larger number of children with ordinary mental defect could be 
safely protected and educated in the community." 

The two most definite requirements for the success of special 
class work are the right type of teacher and a thorough physical 
and mental examination of all pupils. The need of specially trained 
teachers in time will be met by the normal schools. At present they 
must be recruited from the regular grade teachers who are adapted 
for work of this nature. The out-patient clinics at the State Insti- 
tutions under the supervision of the Massachusetts Commission on 
Mental Diseases furnish an opportunity for nearby cities and towns 
to have pupils examined and doubtless more clinics will be established 
in Other localities as the demand arises. 

The mental clinics given in the following directory are available 
to every citizen of Massachusetts for free consultation or examination : 



12 



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